About the Project

One Page AWT4CL
 Project Description

AWT4CL one page project description.pdf

Agriculture Workforce Training for Collaborative Leadership Project Activity

January 2024 Check-in Meeting, January 12, 2024.

An opportunity for cohort members to reflect on and share insights from their project activities and experiences in 2023. Excerpt from the meeting is contained in a February blog post. 

Summer Cohort Trifecta, June 28, July 12, and July 26, 2023. 

These three meetings bring the cohort together to (1) reflect on the process, (2) share insights on ongoing work, and (3) develop and expand on plans for Fall, 2023. 

January 2023 Check-in Meeting provided opportunities to share and reflect on the work being done by the cohort.

Cohort Connections, July 19-20, 2022
This summer marks the third year of the AWT4CL project, and this summer's workshop focused on using a Plan, Do, Study, Act (PDSA) continuous improvement process to adjust and evaluate workforce development course content.

January 2022 Check-in Meeting was an opportunity for the AWT4CL cohort to touch base and engage in  discussions about opportunities for student mentorship in Virginia. 

USDA NIFA Director's Meeting, October 14-15, 2021. A cohort of USDA-NIFA project directors shared updates on their respective projects. Dr. Eric K. Kaufman provides an update on the AWT4CL project. 

AWT4CL Five Project Phases

Logic Model for Agriculture Workforce Training for Collaborative Leadership Inputs Ouputs Outcomes -- Impact Short Medium Long Experience with existing coursework associated with durable skills in collaborative leadership. Federal funds for project work. Institutional support, including staffing and resources. Continuous improvement cycle grounded in research and practice. Faculty with experience serving food and agricultural sciences programs at community, junior, and technical colleges/institutes. Professional evaluation team and strategy. Activities I. Develop and pilot the collaborative leadership curriculum for use with the Agricultural Technology associate degree program at Virginia Tech. II. Conduct a formative and process evaluation to clarify needs for further attention and development. III. Adapt and pilot curricula for use with Virginia Community College System. IV. Implement an outcome evaluation that promotes ongoing monitoring and adjustment. V. Disseminate reusable learning objects for use by other institutions. Agricultural Technology program’s core curriculum is enhanced with practical skill development in collaborative leadership appropriate for workplace success. Collaborative leadership curricula adapted and extended for use with the Virginia Community College System’s agriculture workforce training programs. New reusable learning objects allow application of the collaborative leadership curricula in food and agricultural sciences programs at other community, junior, and technical colleges/institutes. Workforce that is effectively trained in evidence-based practices of collaborative leadership. Improved agriculture economics and rural communities through a well-managed and sustainable food system. Achievement of USDA strategic goal for rural community prosperity through human and social capital. Achievement of NIFA’s Strategic Plan, including science through exemplary and relevant research, education, and extension programs. Participation 10+ faculty from community, junior, and technical colleges/institutes. ~480 students enrolled in programs and courses where new curricular resources are piloted. Assumptions: • Agricultural employers increasingly need a workforce with durable skills for effective collaborative leadership. • Employees who have the underlying durable skills can be taught and retaught job skills more easily as needs, jobs, and careers change over time • investments in agriculture economics and rural communities require keen attention to curricular and pedagogical innovations that will produce durable skills for the workforce in food, agricultural, natural resources, and human (FANH) sciences. External Factors: • Community, junior, and technical colleges/institutes experience challenges unique to their local and regional environment. • The Virginia Community College System is subject to oversight and budget limitations based in part on governance by the State Board for Community Colleges. • Faculty vacancies within community, junior, and technical colleges/institutes must be filled, despite a tight labor market.